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A Meta-Analytic Review of Guided Notes.

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Title: A Meta-Analytic Review of Guided Notes.
Authors: Konrad, Moira, Joseph, Laurice M., Eveleigh, Elisha
Source: Education & Treatment of Children (West Virginia University Press). 8/1/2009, Vol. 32 Issue 3, p421-444. 24p.
Subjects: Student participation, Academic achievement, Classroom dynamics, Notetaking, Lectures & lecturing, Meta-analysis
Abstract: Research indicates that student achievement improves when teachers provide opportunities for active engagement. Guided notes have been suggested as a way to increase active student responding during teacher-directed lectures. The purpose of this review was to summarize research on the effectiveness of guided notes. Specifically, we sought to synthesize the research examining (a) the effectiveness of guided notes on various outcome variables and across different ages, (b) procedural variations in guided notes implementation, and (c) the social validity of guided notes. Results indicated that guided notes are an effective and socially valid method for increasing note-taking accuracy and improving academic performance, particularly for school-age students. Recommendations are made for everyday classroom practice and for future research. [ABSTRACT FROM AUTHOR]
Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Meta-Analytic Review of Guided Notes.
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  Data: <searchLink fieldCode="AR" term="%22Konrad%2C+Moira%22">Konrad, Moira</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph%2C+Laurice+M%2E%22">Joseph, Laurice M.</searchLink><br /><searchLink fieldCode="AR" term="%22Eveleigh%2C+Elisha%22">Eveleigh, Elisha</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Education+%26+Treatment+of+Children+%28West+Virginia+University+Press%29%22">Education & Treatment of Children (West Virginia University Press)</searchLink>. 8/1/2009, Vol. 32 Issue 3, p421-444. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Lectures+%26+lecturing%22">Lectures & lecturing</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink>
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  Label: Abstract
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  Data: Research indicates that student achievement improves when teachers provide opportunities for active engagement. Guided notes have been suggested as a way to increase active student responding during teacher-directed lectures. The purpose of this review was to summarize research on the effectiveness of guided notes. Specifically, we sought to synthesize the research examining (a) the effectiveness of guided notes on various outcome variables and across different ages, (b) procedural variations in guided notes implementation, and (c) the social validity of guided notes. Results indicated that guided notes are an effective and socially valid method for increasing note-taking accuracy and improving academic performance, particularly for school-age students. Recommendations are made for everyday classroom practice and for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Student participation
        Type: general
      – SubjectFull: Academic achievement
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      – SubjectFull: Classroom dynamics
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      – SubjectFull: Notetaking
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